HENRY A. GIROUX*

HENRY A. GIROUX*
Disposable Futures, Dirty Democracy, and the Politics of Higher Education

As of late, I have been reading Michele Foucault’s book, Discipline and Punish. I have been perplexed at how relevant Foucault’s writing is to modern society. I was so exhilarated to learn of someone who is applying this theory to the modern context and to critical pedagogy, so I will just highlight a few ways in which Giroux’s views are built on Foucault’s writing.

Giroux described Neoliberalism as representing a system of cruelty that reaches from educational policy to the practices of empire, rendering power invisible. The idea that power is everywhere but is nowhere to be found or that power is “removed from the public view” is referential to Foulcoult’s theory of panopticism. Foucoult’s ideas are referred to by Giroux further when he discussed that under neolibralism, punishment is favored over rehabilitation such as in zero tolerance programs where schools are modeled after prisons. For example Giroux stated that ‘schools are becoming militarized’ and ‘drug sniffing dogs, security, survaillence and police are employed to disclipline youth.

Giroux also discussed the idea that under neolibralism, the local community is being left in the wake due to such a strong emphasis being based on either the individual or state / corporate power. Giroux uses the example of the abolishment of community in the acknowledging the trend that public storytelling is being eroded. This notion is also rooted in Foucault who states in Disclipline and Punish, “the crowd, a compact mass, a locus of multiple exchanges, individualities merging together, a collective effect is abolished and replaced by a collection of separated individualities” (Foucault, 1979, p. 201).

On another note I will add to Carolyn’s words on “ in case there was any doubt….” about the corporatization of education in New Brunswick. The chancellor at Mount Allison University in Sackville, New Brunswick also happens to be the CEO of a communications provider, East Link. Students at Mount Allison have no choice but to buy into a ‘bundle’ of phone, internet and cable TV. Students cannot buy into only one or two options of either phone, internet or TV and they can not buy from another provider. Talk about using media to maintain a power dynamic!

I have heard that UBC is taking away water fountains because Coca Cola is not making enough money at their vending machines.

See: http://www.insidethebottle.org/student-action-bottled-water-industry-marketing-ruse

AHHHHHHHHHH!!!!!

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If there was any doubt....

For those of you wondering about the corporatization of education, here is a recent example of corporations putting their big red-boot clad foot into the public education system.

http://www.cbc.ca/canada/new-brunswick/story/2006/11/20/nb-noburgershere.html

Up until recently, MacDonald's mascot Ronald Mac was teaching kids about healthy living in NB classrooms in exchange for money for gym equipment etc. This just after the province had implemented policies regulating the kind of food being sold in schools to healthier options and banning fast foods.

Thankfully, there was much outrage over this. However, it looks like the schools still accept money from Mr. Mac but maybe this is what Henry Giroux is referring to when he says
"Corpora-tions can be enormously helpful by virtue of providing financial resources to universities in ways that expand the public face of the university, rather than control its curriculum, rather than set limits as to what kind of research can be done." Or, in this case, elementary schools?

Now, if the teachers and students in New Brunswick weren't all being given free laptops by HP Canada, I would maybe believe the Minister of Educations' indignation at corporate influence in schools.

Carolyn

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Pedagogical Practices and the State of Higher Education

By Krystina Faria

Henry Giroux’s discussion on the politics of disposability and the deteriorating condition of university education was illuminating and thought-provoking. I found that his discussion about education and its current trajectory to be disturbing. In Giroux’s perspective, education should and needs to be more than just preparing students for the workforce. Education, in Giroux’s articulation, should help students think critically about the institutions that shape their lives, relationships, political and moral practices. Giroux explains that as educators we must not only teach students to become critical, but teach them that they have the power to shape the society in which they live. Giroux’s vision of education involves the injection of critical pedagogy where students learn to become critical agents of change and have the knowledge and skills based on democratic principles. I think that Giroux’s discussion only reinforces and illuminates the inadequacies in current educational practices. Current pedagogy, in my opinion, does not emphasize critical thinking skills and does an inadequate job at helping students develop into intelligent, compassionate, and well-intentioned individuals. I think that Giroux’s perspective on education shows the audience that we cannot have social and economic equity when our educational institutions continue to present and perpetuate the very aspects of our culture that are socially and economically destructive.

Giroux’s discussion not only expanded my notion of education, but it also enhanced my understanding of myself as an educator. As an educator, I must help students become critically aware of themselves and their world by helping them develop a critical consciousness.

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A Talk from Henry Giroux

by Daniel Hoile

Whatever happened to the soul of the citizen subject?
to living a life of dignity
What is the meaning of democracy…itself?
Has it really come to systems of economic relations,
Bushs’ top-down class warfare.

What is this biopolitics of neoliberalism?
Where choice is defined by our ambitions to privatize
or else…perish.
A spectacle of commodification
Social Death

What might it mean to take the social contract seriously?
to listen to the invisible others
the ramblings of a deranged woman in a public library
Politics of disposability returns to New…Orleans
We might say
concern is on the public agenda.

Who is on this receiving end of a punishing society
is it the youth?
A subtle hint…
school infractions now mean criminal records.
It is no small matter
THESE are our future resources
It makes complete sense…shrug shoulders

Do we have so few choices?
Power must be confronted when it shuts down conversation
histories and experiences MATTER
ask embarrassing questions.
Take responsibility for our responsibility
and reclaim public education into the public sphere as sites of potential resistance

Democracy is more than…

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more Giroux-speak

So, Sunday night, as I step away from my presentation for nature and society to write a little note about Giroux, I must agree with Chris that words slip so quickly from my mind; I might struggle here to remember what Henri said, and have an even harder time trying to relate it to the bigger picture. I also think I have to agree with (was it Ian?) who commented on the need for better note taking skills….Giroux was a pleasure to listen to, but I realized early on, not easy to transcribe onto the page in front of me. While impassioned and eloquent, I found his presentation somewhat difficult to follow – no doubt this might be due in some small part to the fact that I sat at the very back, which certainly didn’t help him draw me in, but the rapidity of his quick-fire reading of a well written essay was a little off-putting. Every so often he would look up and tell a story…perhaps its Chris’ influence, but this seems to connect with me on a much deeper level. Thinking about it, the need to speak from the self is actually something I have been taught, and still struggle to embody, when giving presentations myself.

Some of Giroux’s facts shocked me – since when are students considered ‘customers’? or, as he mentioned later on, as ‘technicians and functionaries’? by whom? And in Canada too? I had not heard this before and it is disconcerting for one who believes in the power of language to create character. And does the US really spend $2billion/week to maintain their presence in Iraq?

A number of points Giroux made resonated strongly with me, mostly, I think because they supported my own less well formulated philosophy. Notably, the importance of connected practices between students and teachers; and closing the gap between daily life and university with a knowledge of place. He pointed out the need for collegial practices, not competitive, and the need for educators and students to redefine subjects to include both morality and rigor. I feel that FES is striving towards this – or at least I feel supported in using my time here attempting to do this though my transient nature has always challenged my belief in the importance of situated knowledge. The role of the University in readying people for participation in the larger world and not just preparing them for jobs, is something I feel should be brought forth more often. The university, historically, if I am not mistaken, was a place to discuss the philosophy of life and the morality of issues in the public sphere. It is not necessarily the place to go if ALL you are looking for is a piece of paper so you can get a job, which often seems to me to be the goal of so many students. For me it needs to be a place where I can learn to make some sense of the world, of current events and pop culture; as (hopefully) active members of society we can better serve our communities if we are conversant in the concepts of power relationships.

One of my scribbled notes – can anyone clarify, or fill in any blanks…”The space of the possible is much larger than the one on display”

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Carol Adams speaks at Guelph - Nov. 26, 5:30pm

Carol Adams will be speaking at the University of Guelph on Monday November 26th at 5:30pm (doors at 5pm) in Peter Clarke Hall. The talk will be followed by a vegan reception and book signing (tickets $5) . To reserve your spot for the talk or to buy reception tickets, contact caroladamsevent@gmail.com

Carol Adams is a pioneer in feminist-vegetarian critical theory, and has written books such as The Sexual Politics of Meat and Neither Man Nor Beast: Feminism and the Defense of Animals, among many others. Adams has been an activist on issues of violence since the 1970s, and her work continues to engage with this topic.

Adams will present a slideshow entitled The Sexual Politics of Meat, which explores the way popular culture presents images of race, gender and species to further oppressive attitudes. Adams highlights the interconnecting nature of different forms of oppression, such as the links between sexism, racism and speciesism. The slideshow also suggests forms of resistance against the construction of individuals (human and non-human) as "meat".

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Popular Education and Critical Pedagogy

I thought i would share a couple of thoughts in response to Giroux's talk. The first about the pedagogy of that type of lecture/talk; the second about the relationship between popular education and critical pedagogy.

I am always fascinated by the dynamics of talks such as these - given by charismatic or otherwise notable people. And, whatever one might think of Henry Giroux, he is one of the most famous names in the field of critical pedagogy and cultural studies (admittedly still somewhat limited to the academic world). Unlike some naive interpretations of popular education which exclude lectures as a legitimate means of learning, i believe lectures, though over-relied upon in education, have their place. It's more a question of appropriate technology. I was impressed by Giroux's oratory, critical thinking and passion - something we tend to see overused in the political realm and underused everywhere else. I think the world would be benefited greatly by seeing this combination of things performed more often in more walks of life. But i do wonder about it's effectiveness when countless listeners are sitting there checking their e-mail, their Facebook website, text-messages, YouTube, etc. The pedagogy of the lecture/Q&A is limited at best. I usually prefer to see them as performances than as education or information-sharing events. And Giroux is a good performer. But one thing i found intriguing was how, when he went off script (often stepping away from the podium a bit), his tone changed. He would become less strident, more intimate (even self-deprecating), more humourous. His tone seemed more human. He would do this to share anecdotes, small accounts to serve as examples of the theory he was orating. I wonder what people remember more - the lecture or the anecdotes.

As for popular education and critical pedagogy, these two fields of praxis are curious cousins. In 1986 i attended one of the first conferences on critical pedagogy at UMass-Amherst. Freire was there and, like many a fan, i did all i could to get to see him in person. It was an interesting conference in many respects though i was a tad disappointed in seeing Freire. Unfortunately he had a cold and could neither speak much nor stay that long. More notably, however, i was fascinated to see a whole group of academics surround Freire like an impenetrable cordon. My adolescent hopes of shaking the great man's hand were dashed. (I got over it ;-) ). What i recall is the parade of academics including Henry Giroux, Donaldo Macdeo, Ira Shor, Stanley Aronowitz and other boys each take the stage to associate themselves with Freire. It was a curious performance of power and reputation. The women, by contrast, made a quite difference impression on me. And to this day, Maxine Greene's talk on "Towards a Critical Pedagogy" remains a founding influence on my thinking about both popular education and critical pedagogy. I've gone on to read much critical pedagogy literature. And always, i have been curious about it's apparent ignorance about popular education, each having been profoundly inspired by the work of Paulo Freire.

While i could wax on at great length about the two fields i will limit myself to one proposition. Popular education and critical pedagogy have an urgent need for the strengths of the other. While critical pedagogy takes as its focus the realm of institutionalized education (primary/secondary education; vocational/college education; university education; adult education - in that order) it has much to offer about the regimes of power/knowledge of which these institutions are such an integral part, while being somewhat weak on the methodological side of things. Similarly, and conversely, popular education excels at theorizing in the realm of learning in the everyday (extra-institutionally, you could say), in adult and non-formal education settings, in civil society organizations, in grassroots/community settings. And popular education is very good on the methodological issues. Where it is weak (especially in North America) is on articulating its critique of dominant institutions, practices and policies of education such that it could alter them on that grand landscape. I imagine that if CritPed and PopEd could dance better together, that a praxis of transforming (even revolutionizing) education could be the result.

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Post-Giroux Musing...

After going through my scribblings from Henry Giroux’s talk, I realized two things: a) I need to learn how to take faster notes and b) the neoliberal ideologies that I have been railing against in city-building and urban “planning” (privatization of public spaces and community development) are just as insidious - if not more so - in the education system. With consumerism as “the principal organizer of every day life,” it doesn’t come as a surprise that the marketplace has crept into the education system as deeply as it has, but I found particularly interesting Giroux’s assertion that the “politics of disposability” has become entrenched in North American society.

For me, the idea of disposability, whether it be in the education system or in the urban development realm, is the anti-thesis of any kind of responsible environmentalism. An oft-quoted phrase reminds us that America’s greatest natural resource is its children, but Giroux’s discussion of the demonization of America’s youth makes an interesting statement about a relationship with “natural resources” that is as destructive socially as it is ecologically.

I also enjoyed his discussion of university as a training-ground for corporate culture. Having studied social sciences and arts as long as the option was available, I have witnessed the subtle and not-so-subtle pushback that encourages students to be “practical” and treat education as a means to an end rather than an end itself. It's always nice to be reminded of the fact that education is a worthy pursuit in-and-of-itself.

Finally, Giroux’s reminder that educators have the responsibility to provide students with the ability to be literate beyond print was one that struck home with me. It seems ironic to me that the visual pollution that encroaches on our (decreasingly) public spaces requires an ability to read text and images, but betrays an illiteracy to environmental and educational concerns that might treat people as more than omnivorous and insatiable consumers.

I also took from Giroux’s talk the desire to express passion when speaking in public; the impending implosion of our society never sounded so articulate!

(Above image is of the soon-to-be-opened Metropolis at Yonge and Dundas...)

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Henry Giroux's talk was interesting, and no one can accuse him of not being passionate about what he talks about! It seemed a little ironic to hear him talk about critical pedagogy and praxis when we were stuffed in a massive lecture hall. He pointed this out in the Q&A period, and I thought it was great that he recognized that as well.

I was interested in his claim that in the education system, critical pedagogy is being increasingly replaced by disciplinary pedagogy, as youth end up "on the receiving end of a punishing society" and are under almost constant surveillance. This certainly rang of Foucault for me, and ideas of social and normative control... Not to mention Giroux's statement that the relationship between knowledge and power can be emancipatory. Certainly an example of how Foucault's conceptualization of capillary power is more of a complex web than a top-down relationship.

Did anyone else find his committment to 'democratic rights' a bit problematic? I understand his reference to them in response to racism and ageism in the school system, but I am not entirely convinced that the university should be working towards becoming a "public sphere for democratic rights." Isn't the idea in itself a bit universalizing, or totalizing? Is democracy what we want? What kind of democracy do we envision when we use the word, anyhow? Cuba has incredible constituent representation compared to Canada or the USA, but they certainly aren't represented by the media/government as a 'democracy'...

It was great that he spoke so much about what this 'critical pedagogy' for higher education should include... involvement with 'everyday life' and communities, human agency, multiple literacies (a space for narrative and visuals, perhaps?), local knowledges, and learning together. It reminded me of Friere's belief that students are knowledgable and have much to teach, not just to learn. I think it's absolutely essential that in this idea of a more critical and praxical pedagogy, students feel they have agency and knowledge. I felt that Giroux could have spoken more to students' role (seeing as there were so many students in attendance) than just the role of the academic, but his words about getting involved with student government was certainly motivating.

Giroux quoted Bauman (sp?) to illustrate his point about how we can work towards a more critical pedagogy: by "taking responsibility for our responsibility."

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Giroux and Global Television Network!?

I did not attend the giroux talk. i know that henry giroux writes much about critical pedagogy, and i noticed from the blog postings his talk was a lot about the corporatization of higher education. BUT BUT but .... i am a bit curious how he can accept a position at McMasters titled the Global Television Network Chair in Communication Studies. WANTED: 1 tablespoon of critical analysis.

kat the anti-blogger

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Henry A. Giroux

While listening to Henry Giroux speak about education in the United States, I felt pretty lucky that I have been teaching in Canada. I couldn't believe that schools have surveillance straight to the police departments and a simple thing as having a temper tantrum got a 6 year old children arrested. What is the world coming too, when a child can't let out their emotions. It is sad that schools are becoming militarized – drug sniffing dogs, metal detectors etc. When he asked the question if 13 year olds should be tried in court, I would respond saying it completely depends on the situation. My feelings are that if a 13 year old can pick up a gun and murder someone, they should face the consequences, and they should be tried as an adult. I thought it was crazy that a University professor in Arizona would be fined 500 dollars if they were to advocate a particular political position. I can't imagine being in a classroom and not being able to speak my mind for fear of being fined.
My final thoughts deal with Hannah's question regarding higher education..(sorry if I spelt your name wrong). I really thought that Girouxs answer was interesting......
"Students need to have a bigger role in governance, no student should be in a room with 80 students, no student should be in a class with a prof, who only teaches 8 classes a semester, they should have the best resources possible, What do you want in your dream world education? Do you want teachers who are qualified or who can barely keep up? As soon as you become a consumer you have diminished your responsibility to become a global citizen"
It is definitely something interesting to think about!
Karen M

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Reflections on Henry Giroux’s talk

Alone on the stage,

Hand resting on the podium

He espouses academically and lyrically impassioned pleas

Head cast down to read the next charged statement

Hand moves to fist:

Shakes against the impervious and hegemonic entities.

We ask “How?”

I enjoyed hearing Giroux speak. I felt that he put to words notions, ideas, and feelings which I had perhaps realized, but had not connected so directly or poignantly. I also enjoyed hearing someone speak who invigorates language -who uses it to harness his passionate charges for a more socially-just and democratic society. Giroux affirmed several of my own personal philosophies about youth and the important roles they play in forming the society of our future. He referred to Derrida’s proposed democracy, “a democracy to come” one in which is under constant critique or reformation. This requires adult commitment as a vital public service to be active agents in advocating and articulating dissent against the structures of neoliberalism and maintaining education as a public sphere free of corporatization and militarism. He claimed that education has become separated from politics with the increase of lawsuits against teachers and professors who have given their political perspective in the classroom. Youth have been separated from the social contract and are viewed as a “disposable population.” There has been a shift from youth being seen “as troublesome” to them embodying the adjective: they “are troublesome.” He declared that youth and youth of colour are demonized by mass-media, and today treated in ways which were unthinkable twenty years ago. He referenced the use of psychiatric drugs for behavioural problems and the trend in school disciplinary codes for “Zero Policy.” With a deconstruction of public service to the wider-community in general, schools no longer claim responsibility to disciplinary problems. He stated that surveillance from the schools goes directly to the police so any infraction is dealt with often firstly, as a crime and not as a misbehaviour, which has led to students being criminally-charged for offences like temper tantrums or defying dress codes. According to Giroux, this is problematic because schools should be places that function as democratic public spaces. They should foster critically-minded and active citizens. They are the only public space for youth to engage with the potential reality and promise of resistance.

Giroux’s response to the “How?” question was adequate. He encouraged people to focus on what is important to them, to fight for what spoke to them. I often find students asking presenters for the answers but there is no single answer or route out of the maze – at least not in a democratic sense. However there is hope that if education is based on practices of critically-thinking, social & environmental responsibility, active participation, and fairly-distributed to all, then society may be able to navigate the rocky shoals we are currently encountering.

Ellen Field

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In addressing the ‘politics of higher education...

In addressing the ‘politics of higher education,’ Henry Giroux was able to highlight how (university) education is ultimately a political and moral practice, and is becoming increasingly commercial in nature. He discusses the corporatization of higher education, comparing university presidents to CEOs and students to customers/consumers in the current higher education system. There were many elements of Giroux’s lecture that really contested my attitude towards education and the higher education system in particular. I have always viewed education as a “safe place” where students are provided with the means to pursue their interests, realize their potential, while being guided by their professors and provided with the necessary resources and support by the university administration. I still value the higher education system, but after being a university student for the last 4-5 years, I have come to realize that universities are businesses, are really looking out for their best interests, to increase enrolment, gain prestige, etc. and are likely oblivious to the quality of education that they are providing to their “consumers”. I know many people, (myself included) who decided to pursue higher education to avoid going into the workforce. My view of academia (as a career) and being able to avoid labouring, researching, and producing work based on someone else’s agenda seems really naïve and idealistic now… despite all the negative criticism of higher education, I am glad that Giroux emphasized the role of students as agents of change and not merely passive consumers within the education system.

Helen T

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My penny’s worth…

During the question and answer period, Giroux said “The best kind of thinking happens when sensibilities get rattled”. I love this comment! He suggests not to have academic comfort zones. After all, how are we supposed to grow, learn and lend a compassionate ear, if we think that we’re right all the time? How are we to challenge our students and be challenged if we feel that our way of thinking is better than everyone else’s? Rattling sensibilities can rid educators and academics of power struggles that can ensue when one party refuses to consider another’s point of view. As we’ve learned, self-reflection and praxis are key to becoming great educators! Remember the words of Dian Marino, “be passionately aware that you could be completely wrong”.

My penny’s worth…tania

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My thoughts on Henry Giroux's lecture...

My thoughts on Henry Giroux's lecture were a mix of both inspiration and excitement. I particularly enjoyed hearing his ideas and motivation on keeping the young population engaged in the path to social change. Phrases like "Taking responsibility for our responsibility" and "Intellectual terrorism" really stood out to me. Further, our understanding of the issues that we need to resolve must begin with us actually thinking about the issues in depth. By sitting and talking about poverty, for example, we cannot change poverty. But, by understanding the issues through (as Freire would call it) 'praxis', we can at least take a side. From this, the larger public issues can be related to our own individual problems, which personalizes different issues in a way that may inspire us to feel as though change is needed. I particularly enjoyed his comment on "individual inconveniences must become public issues" so that collectively transformation can take place. Addressing racism, classism, sexism, with our own experiences does have its place in a wider social change. Finally, I was pleased to hear more motivation regarding how crucial it is for social activists or people wanting change in general, to not give up or leave the cause because social transformation is not going to take place by tomorrow. It is the seeds that we plant (or that we are), which will grow to be sources of nourishment and hope for the generations to come!

Tanmay Dave

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Henry Giroux : "Disposable Futures, Dirty Democracy and the Politics of Higher Education"

The section A participants attended the Henry Giroux talk "Disposable Futures, Dirty Democracy and the Politics of Higher Education" on Thursday, November 22. Those who attended were asked to contribute a 150-250 word blog post to share impressions, responses, feelings, reflections, etc. as a means of critically reflecting on the talk and in order to share with those of you who did not or could not attend.

Henry Giroux is a key contributor to the field of critical pedagogy. He's a famously prolific writer and passionate critic of the dominant education system.

chris

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Henry Giroux

On Henry Giroux's "Disposable Futures, Dirty Democracy and the Politics of Higher

Bombard us with bitterness about a Brave New Bureacracy
You are the paper we push.
Waken the world with your whittling words
You are the bed we betray.
With your Socratic soundbites and CNN slur
With your brandished bullets and the angst they incur
With your text you entwine us in accusatory blur
When does dialogue begin?

Henry Giroux' critiques of the American "Military-Industrial-Academic Complex", though accurate, fell short of inspirational. Like so many academics, it seems he has resolved himself to be the "public intellectual," as he puts it, who can point out the problems in society (or to those in society who understand his bang-for-your-buck esoteric sentences) with fierce indignation as if there is an evil elite who puppeteer the system to the detriment of the rest of us. It seems as if American activists feel the need to counteract the sensationalism of mainstream press with their own expose oriented, inflammatory language. I do appreciate that he answered questions with an open-heartedness and vulnerability that Ward Churchill would certainly not have suffered, but I don't understand why he must rely on the rapid-fire approach of rhetoric and key examples of extreme human behaviour without an analysis of how things can and must be changed. Maybe it is a male-ness in the warlike approach to fact that I mistrust. Either way, such talks are like juicy gossip and are no doubt riveting for the majority of academics who weren't too busy with MSN.

Sorry for the lack of description for those who weren't there. Giroux touched on three themes: Neoliberalism, Youth and Education in the post 9/11 context. He spoke of how the latter two were becoming commodities, how power is made invisible, how minorities are made invisible and how youth are criminalized as a result of our current political system and the production of fear (etc.). Interesting but I feel like I'm ready for less expose and more exploring options. Maybe that's just where I'm at.

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Radical Black Imagination (canadian style)

Hi Folks,

I have just found an amazing lecture by the great black nova scotian poet,
George Elliot Clark. It is the 2006 LaFontaine Baldwin symposium lecture
series titled "The City of Justice". With references to Foucault, Emile
Durkeim and others, Clark eloquently,humorously and poetically address
inequality, injustice, colonialism, fear of the other, absurdness of the
Canadian identity, and the inherent inequalities and imperialism in the design
and construction (social, political, and physical) Canadian cities that are
structured on class lines. He also address the black and aboriginal situation
in Canada, which is the theme of this evenings events by us, Robin Cavanah etc.
Appropriate? i think so! He does this through dreaming, humor, and poetry. He
also has one of the coolest voices I have ever heard.

here are some George Elliot Clark links:

http://www.uwo.ca/english/canadianpoetry/cpjrn/vol16/lane.htm

http://en.wikipedia.org/wiki/George_Elliott_Clarke


I will bring a CD of the lecture to school today so that people can borrow it.

cheers,

Scott McCormack

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The Community Arts Program
Faculty of Environmental Studies
York University

presents

Rites of Passage

Performances, music, activities and exhibits
inspired by E. Kamau Brathwaite’s trilogy The Arrivants

in memory of those who died
on the middle passage
and
those who died fighting slavery in the Americas


November 22, HNES Building, York University


This event is presented in celebration of the bicentennial of the abolition of the trans-Atlantic trade in Africans in the Anglophone world in 1807. Activities and exhibits will take place in the HNES building throughout the day with contributions focusing on the middle passage, Atlantic slavery, its legacies and anti-racism education from the Cultural Production Workshop on Performance and Popular Education for Social Change. The performance will begin at 5:30 pm in the lobby at HNES. Food will be served afterwards.


For more information contact Honor Ford-Smith, faculty of environmental studies, hoperoad@yorku.ca

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RE-THINK RE-IMAGINE RE-MIX

Commemorating Abolition

On Thursday, November 22, 2007, the Zig-Zag Gallery (FES Lounge - HNES), will be transformed into a space for re-imaging and re-defining “traditional” notions of slavery. While we celebrate the abolition we must still be aware of the ways in which slavery continues to proliferate to this day.

Using VJ technology we invite you to have a go at re-mixing and playing with moving images that relate to slavery. At the end of the workshop we will use the collected mixes and project them for a final dance performance by Sara Burgess at 2:15 in HNES 140.

Feel free to bring in your own media (audio and visual). Email qnp@yorku.ca for format and event information.

Drop in and play any time between 12:30-1:30pm!

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Oatmeal Raisin Cookies by Kathryn

This is a family recipie passed down over the ages. It was given to me by my Grandmother who was a school teacher and mother of 7 kids. She was a "no-nonsense" woman with the patience of a saint. She tried to teach me how to sew when I was 12. At each sewing lesson I would hack my way through the process, and the result would be frightening. Yet, when I came to the next lesson, the work I had done last time seemed straight, perfect and highly professional. It took me a few weeks to realize she was pulling everything apart between our sessions and resewing it for me. As you can imagine - I feel that cookie baking is more rewarding and so I stick to that.

Cream together the following wet ingredients

1 cup of butter
1 egg
1/2 tsp salt
1.25 cups of brown sugar
1 tsp vanilla

Mix together the following dry ingredients

1/2 tsp baking soda
1.25 cups of oats
1.25 cups flour
1/2 tsp baking powder
1.5 cups of raisins or chocolate chips
1 cup coconut (optional)

Bake at 350 F for 8 to 12 minutes.

Please don't see my use of "imperial" measures an endorsement of colonial oppression! This is just how my Grandmother gave it to me.

Cheers!

Kathryn

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To blog or not to blog?

Hello Everyone,

I just wanted to create some room for discussion around the idea of the use of a blog. Kasim and Jaqui both raised concern in class over the use of a blogging environment in a class which was supposed to be modeling popular education practices.

Is a blog a form of popular education? I would argue yes and no. In many ways a blog is a tool for popular education as it is a decentralized news source. In this sense we are publicizing the knowledge gleaned from our classes, creating wider room for discussion. Much as Deb sends out her classroom summaries we can share our thoughts and interact with a larger community of educators who can also share their thoughts in the comment section. In this sense a blog is a popular means of distribute information, as it is free and very user friendly. To use a blog you must be familiar with a webmail like interface, as most users of Hotmail, Gmail, and other popular free email services rely on.

That being said, not everyone is technologically literate and thus the blogging environment excludes them. I think that we can use this forum, and help each other in finding complementary media which we can distribute in class, like a printed newsletter, or a listserve. We need to meet people where they are at. While some people might protest that they do not even want to be technologically literate, as computers are pollutive the the environment and humanity is overdependent on them. Should we be trying to decrease computer use, trying to rely more on print communication? In order to properly asses appropriate use of technology we must examine what it's negative and positive influences are. People can be addicted to computers, and we must examine the ways that they effect our lives seriously.

Looking forward to your comments,

Lisa

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FORUM MAGAZINE: Hot off the press!

Our newest issue of Youth Action Forum Magazine on Creative Resistance is hot off the press. Check out articles on Youth Video Projects, Spoken Word, French Rap, Electronic Resistance, Dancing Activism, Poetry and much more. While the new issue wont be available to the general public until October 12th, we have posted all 64 pages of glory online in PDF form for your special viewing.

To read the PDF it is best to use Adobe Acrobat Reader which is available for free download here. It works best to download the whole file onto your computer and then read it after as it is a huge file. We are currently working on getting the issue online article by article, so those of you with a slower internet connection need not fret. Stay tuned on October 12th when everything will be online, as well as printed for your reading pleasure.

Click the image below to start the download!

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Re/Translation: Land & Language

Here's an interesting exhibition going on. I went there today, and found it really powerful... there are five native artists' work which talk about what we are really getting into in class.

FYI.....

A Space Gallery is pleased to present Re/translation: Land & Language. This exhibition is curated by Michelle LaVallee featuring new & recent work by artists Rebecca Baird, Peter Morin, Jude Norris and Arthur Renwick in the Main Space Gallery.

The artists in Re/translation: Land & Language contemplate language, narrative, history and translation. Informed by the past and engaged in the present, this cultural investigation, awareness and acceptance bring attention to contrasting cultural paradigms, worldviews and cultural teachings.

This exhibition is presented in partnership with Open Studio Gallery and the exhibit Re/translation: Block & Board. In this exhibition Luke Parnell, Angela Sterritt and Tania Willard examine history, myth and resistance in relation to daily existence while examining how we are influenced by worldview and cultural systems.

The importance and relevance of maintaining connection to language, land, culture and community is revealed through the work of these artists. They identify and affirm an indigenous presence that is in constant transition, and acknowledge the strength and resilience of First Peoples despite daily and historical realities. The exhibits and artists honour the history, stories and words of our ancestors. The work of these artists is grounded in this land that we now call Canada. Their work reflects a First Nations perspective and how this engages with the contemporary world. The exhibitions contemplate how these artists are establishing their connection to this place and acknowledging this collective history.

For furthre info, you can visit: http://www.aspacegallery.org/programming.html

- Jiha

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to piggyback on Helena's post, this is one of my favourite Dead Prez songs & videos - i saw M-1 (half of the duo) at a concert once with K'Naan and it was a great great show. i'd highly recommend downloading some of their stuff is possible...just thought I'd share.

- Mike

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The Stop Community Food Centre is looking for committed volunteer educators

Position: Food Security Education Facilitator (Volunteer Position – 6 positions available)

Name of Agency: The Stop Community Food Centre

Period: Winter 2008 (January – April) or Spring (April – June)

Hours: 4 – 6 hours per week (flexible)

Application Deadline: November 15, 2007

Key words: Social Justice, Poverty, Environment, Food/Health, & Sustainability.

The Stop Community Food Centre is currently accepting interested candidates for the position of Food Security Education Facilitator (Volunteer) for the 2008 Winter Semester.

The Food Security Education Facilitators will assist the Education Program Coordinator to develop, implement and evaluate activities that engage children and youth in three or more elementary schools in the Davenport West neighbourhood. The education facilitators will be trained and supported by the Education Coordinator to help carry out The Stop’s mission to increase access to healthy food in a manner that maintains dignity, builds community and challenges inequality.

Volunteer Position Requirements

ü Academic or practical experience in one or more of the following issues: food security, urban agriculture, environmental sustainability, social justice/diversity, community organizing, and/or nutritional health.

ü Self-starter with experience in planning or implementing workshops and have suggestions on educational activities

ü Be available a number of hours at least one day per week

ü Assist in training and facilitating workshops with other volunteers

ü Specific food skills such as cooking and gardening are not required but are assets

ü Other languages, such as Spanish, Portuguese and others are an asset

The Education facilitators are expected to function constructively within the staff team and abide by The Stop’s anti-discrimination and anti-harassment policy. This volunteer position will likely involve working with a diversity of community members, and volunteers are expected to show some sensitivity to people who have experienced poverty and discrimination

Benefits:

ü Three day training session on: teaching skills and workshop facilitation, food security, urban gardening basics, and popular education methods.

ü Increased knowledge and experience in teaching or conducting workshops/seminars

ü First hand experience in social justice and food security education

ü Experience in the non-for profit sector & Ontario Curriculum infusion

* Lunch and/or snacks will be provided at training sessions and meetings. TTC tokens will always be provided.

General Description of Organization:

The Stop Community Food Centre strives to increase access to healthy food in a manner that maintains dignity, builds community and challenges inequality. Its work is based on the belief that food is a basic human right. The Stop runs a range of programs including community dining, kitchens and gardens, prenatal health, a food bank and drop-ins. The Stop is located in Davenport West, a community in Toronto that struggles with hunger, high unemployment and homelessness.

How to apply?

Please send a brief e-mail stating your interest and goals as a volunteer, some past relevant experience, and your availability in the winter semester, to:

Kamla Ross, Education & Volunteer Coordinator

E-mail: kamla@thestop.org

Web: www.thestop.org

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